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102086 Designing Teaching & Learning

17439190 Rachel Foster

Assignment 2 Lesson Plan Analysis

Contents
Contents ................................................................................................................. 1
Original Lesson Plan.............................................................................................. 2

Adapted Lesson Plan............................................................................................. 4


Lesson Plan Analysis ............................................................................................ 9
Modified Lesson Plan........................................................................................... 14
Academic Justification ..........................................................................................22
References ............................................................................................................ 23
Learning Portfolio Web Link..................................................................................23

1
Original Lesson Plan

LESSON PLAN.

LESSON: CLASS: Yr. 9HIS TOPIC: Prime Minister, Robert Menzies announces
Australias involvement in WW II UNIT OF WORK: WW2
SUBJECT: History
LESSON AIM: The aim of this lesson is for students to gain an understanding of Australias
involvement in WW2. An analysis of PM Menzies announcement and declaration of War.
Students will describe their own feelings and attitudes towards the War.

Student Outcomes Syllabus Outcomes


explain why Australians enlisted to fight in identifies and evaluates the usefulness
both wars of sources in the historical inquiry
process HT5-5
selects and uses appropriate oral,
written, visual and digital forms to
communicate effectively about the past
for different audiences HT5-10

Student previous knowledge / skills / Resources


attitudes Prime Minister, Robert Menzies announces
Australias involvement in WW II.
http://www.ww2australia.gov.au/

Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING ASSESSMENT
STAGE STRATEGIES / HWK
1:55 Roll call

2:00 Instruct Global map Students are to complete the table


students of outlining the Allies and Axis
lesson information Retroactive p.141
2:10 outcome. Source extract
7.2.2 p.142 Using the link
Introduce http://www.ww2australia.gov.au/
2:20 next activity students listen to the
announcement of PM Menzies.
(approx: 4mins duration)

Students are required to write (2)


2:35 paragraphs explaining to their
family why they are enlisting in the
Close/revise Australian army.(10 mins) Using
Retroactive p. 141 as a reference
(excerpt of Menzies

2
announcement)

Class discussion: Teacher to


nominate 2 or 3 students to read
out their explanations.

Teacher guided lesson. Providing


background information. Emphasis
on the Rats of Tobruk.
EVALUATION FOLLOW UP CONTENT FOLLOW UP -
What worked well . The Australian 6th Division. The STUDENTS
Mediterranean, The Middle East
and North Africa.
What needs improving .
Teacher guided lesson. Providing
background information. Emphasis
on the Rats of Tobruk.

Source:
Yr 9 History Lesson - Robert Menzies Announces Australias involvement in WW2 -
Australian Curriculum Lessons. (2015). Australian Curriculum Lessons. Retrieved 19
September 2016, from
http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-lesson-
robert-menzies-announces-australias-involvement-in-ww2/

3
Adapted Lesson Plan

Topic area: Prime Minister, Stage of Learner: Syllabus Pages:


Robert Menzies announces Year Nine, Stage 5 HT5-5
Australias involvement in HT5-10
WWII.

Date: 11 September 2016 Location Booked: N/A Lesson Number: N/A

Time: 60 minutes Total Number of students Printing/preparation


Not Mentioned. Textbook

Outcomes Assessment Students learn about Students learn to


Identifies and evaluates the No homework Gain an Explain why
usefulness of sources in the or assessment understanding of Australians enlisted to
historical inquiry process. given out as Australias fight in both wars.
apart of lesson involvement in WWII.
Selects and uses appropriate plan.
oral, written, visual and digital An analysis of Prime
forms to communicate Minister Robert
effectively about the past Menzies
for different audiences. announcement and
declaration of war.

Students will describe


their own feelings and
attitudes towards the
War.
Cross Curriculum themes & General capabilities: Explicit subject specific concepts and skills:
No cross curriculum priorities are explicitly Background knowledge of WWI and WWII.
mentioned within this lesson plan. However with Knowledge of what is conscription.
other discussions about WWI and WWII
Aboriginal and Torres Strait Islander cultures and
histories would be addressed.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

4
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson


element
1.4 High Order High order thinking is demonstrated throughout the lesson plan by asking students to write
Thinking two paragraphs explaining why they have enlisted in the Australian Army. By making the
students write something personal allows them to reflect upon how those who did enlist
would have felt and the implications this may have had on their families.
2.2 This is demonstrated through the resource of asking the students to access the video of
Engagement Robert Menzies speech. The engagement is derived from asking the students to have active
participation with the resource to be able to complete the set task.
2.6 Student Student Direction is evident by firstly the lesson instruction given to the students. And also
Direction is seen by the student engagement that students needs to have personal direction to be
able to complete the task properly.
3.1 This is demonstrated through the idea that students already have some prior knowledge of
Background WWII, as there is no introduction to the topic, rather a straightforward analysis of Robert
Information Menzies speech.
3.2 Knowledge Knowledge Integration is seen by the students the vocalising their responses to the teacher
Integration and the class demonstrating their understanding of the topic.

5
Time Teaching and learning actions Organisation Centred
T/S
Intro Roll Call Teacher:
1:55pm
Student:

Resources:

Body Instruct students of lesson outcome. Teacher:


2:00pm
Student:

Resources:

2:10 Introduce next activity Teacher:

Student:

Resources:

2:20pm Teacher:

Student:
Resurces:

Teacher:

Student:

Resources:
Conclusion Close/Revise Teacher:
2:35pm
Student:

Resources:

6
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.

Graduate Evidence within this lesson


Standards

7
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as
well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

References (In APA)


You must list all references that you have used for the content and resources of this lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

102086 Designing Teaching & Learning 2H 2016

8
Assignment 2: APST and QT Analysis Template

Student name:
Student ID:

Section 1: Australian Professional Standards for Teachers

Evaluate the adapted lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in Designing Teaching & Learning
that are relevant to this assignment have a rating scale. You can ignore the other standards for this assignment. However, this does not mean the other standards are irrelevant to
lesson planning and evaluation more generally.

Standard Evaluation score Comments incl. evidence for evaluation score (2 sentences maximum)
1 (poor) 5 (excellent)
1 Know 1.1 Physical, social and intellectual development and characteristics of students
students and 1.2 Understand how students learn
how they learn 1.3 Students with diverse linguistic, cultural, religious and Students are not asked to call upon any linguistic, cultural, religious and
socioeconomic backgrounds 1 2 3 4 5 NA socioeconomic backgrounds. The instructions within the lesson plan do not require
students to se any background either personal or cultural to complete the task.
1.4 Strategies for teaching Aboriginal and Torres Strait Aboriginal and Torres Strait Islander students are not addressed or encouraged to
Islander students 1 2 3 4 5 NA offer closer insight into the topic of the lesson plan. Nor are they mentioned within
the lesson plan.
1.5 Differentiate teaching to meet the specific learning There is scope within the lesson plan to allowed differentiated students to access
needs of students across the full range of abilities different information or complete other tasks. However this is not explicitly
1 2 3 4 5 NA
addressed the lesson plan does allow for group discussion, which could allow
students of different abilities to learn from each other.
1.6 Strategies to support full participation of students This is not addressed within the lesson plan.
1 2 3 4 5 NA
with disability
2 Know the 2.1 Content and teaching strategies of the teaching area
content and 2.2 Content selection and organization 1 2 3 4 5 NA Address curriculum content directly and reflects accurately curriculum outcomes.
how to teach it Organization is demonstrated through the use of textbook content and internet
access. As most schools are bring your own device or have easy access for students
to use the internet allows for clear organizational skills and addresses content clearly.
2.3 Curriculum, assessment and reporting 1 2 3 4 5 NA Curriculum is clearly outlined within the lesson plan, directly reflecting the
curriculum outcomes. Assessment is less unclear however is present through written
work and class discussion. Reporting is also not reflected throughout the lesson plan
but does have scope allowing the teacher to discuss questions and concepts with

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students through class discussion.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT) 1 2 3 4 5 NA Lesson Plan requires students to access the internet to view and take notes of Robert
Menzies speak of declaration of War. The instructions are clear to students and also
allows students to continue class written work on devices if need be.
3 Plan for an 3.1 Establish challenging learning goals 1 2 3 4 5 NA The challenge for students within the lesson plan is to use both creative knowledge
implement and skills but also critical thinking to create a letter to family explaining they have
effective enlisted in the Australian Army. Although this does not requires students to think for
teaching and a long period of time or use critical content knowledge, it does asks students to think
learning about modern implications.
3.2 Plan, structure and sequence learning programs 1 2 3 4 5 NA This is not addressed in the lesson plan. There is some structuring through the
management of time but this does not reflect any learning programs.
3.3 Use teaching strategies 1 2 3 4 5 NA No teaching strategies are mentioned in the lesson plan. However the lesson is
predominantly teacher structured. Through the class discussion and further
explanation of ideas after addressing the teacher. Also using different modes of
resource such as the textbook and internet allows students freedom.
3.4 Select and use resources 1 2 3 4 5 NA Two different resources are used firstly the textbook and secondly the internet to
view Robert Menzies speech. This allows students different modes of inquest and
keeps them engaged with the lesson by having different modes of research and
delivery.
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4 Create and 4.1 Support student participation 1 2 3 4 5 NA The Lesson Plan concludes by having a class discussion with encourages student
maintain participation, however could use directed questions to encourage students to think
supportive and critically and further understanding of the topic.
safe learning 4.2 Manage classroom activities 1 2 3 4 5 NA Classroom management is not addressed within the lesson plan.
environments 4.3 Manage challenging behaviour 1 2 3 4 5 NA Managing challenging behaviour is not addressed within the lesson plan
4.4 Maintain student safety 1 2 3 4 5 NA Maintenance of student safety is not addressed within the lesson plan
4.5 Use ICT safely, responsibly and ethically 1 2 3 4 5 NA Use of ICT responsibly and safely is not addressed within the lesson plan
5 Assess, 5.1 Assess student learning 1 2 3 4 5 NA There is room for assessing student learning with the class discussion at the end of
provide the activity.
feedback and 5.2 Provide feedback to students on their learning 1 2 3 4 5 NA Through the class discussion the teacher is able to provide feedback to students from
report on their written responses and discussion ideas.
student learning 5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement

10
6 Engage in 6.1 Identify and plan professional learning needs
professional 6.2 Engage in professional learning and improve practice
learning
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7 Engage 7.1 Meet professional ethics and responsibilities
professionally 7.2 Comply with legislative, administrative and organisational requirements
with colleagues,
7.3 Engage with the parents/carers
parents/carers
and the 7.4 Engage with professional teaching networks and broader communities
community

Section 2: NSW Quality Teaching Model

11
Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please justify in your
comments.

Dimension Element Code Comments incl. evidence for code (2 sentences maximum)
(refer to QT model
documentation for
criteria for each number)
Intellectual Deep knowledge 1 2 3 4 5 NA The knowledge being addressed within the lesson plan directly links to
quality two different syllabus points.
Deep understanding 1 2 3 4 5 NA Students are expected to have prior knowledge or some prior
knowledge of WWI and WW2. But the lesson plans includes
discussion.
Problematic knowledge 1 2 3 4 5 NA Students are expected to participate in the class discussion allowing
students to demonstrate understanding of topic.
Higher-order thinking 1 2 3 4 5 NA Students are only asked to discuss different perspectives and solutions
within the class discussion and does not allow for further analysis.
Metalanguage 1 2 3 4 5 NA Students are asked to listen to the speech carefully and take note of
the language used by Menzies. However does not allow for different
language use.
Substantive communication 1 2 3 4 5 NA Students are only asked to voice ideas and opinions at the end of the
class when there is a group discussion.
Quality Explicit quality criteria 1 2 3 4 5 NA There is no reference made between teacher and student of
learning assessment outcomes and criteria within the lesson plan.
environment Engagement 1 2 3 4 5 NA Student engagement could be sustained within the lesson plan
through the use of multiple resources e.g. textbook and internet.
High expectations 1 2 3 4 5 NA Expectations are not explicitly addressed to the student as per the
lesson plan.
Social support 1 2 3 4 5 NA Without physically witnessing or implementing the lesson plan, no
comment can be made about respect between teacher and students.
Students self-regulation 1 2 3 4 5 NA Students are required or expected to work independently on the set
task and write two paragraphs to family.
Student direction 1 2 3 4 5 NA Due to the personal nature of the written task students do have the
opportunity to have autonomy over the direction of the task.
Significance Background knowledge 1 2 3 4 5 NA Due to the nature of the lesson and task, prior knowledge would be
needed to fully understand and participate fully with this task.

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Cultural knowledge 1 2 3 4 5 NA There is no cultural aspect of the lesson plan. However there is a wide
scope of different culture being incorporated within the lesson.
Knowledge integration 1 2 3 4 5 NA No comment can be made of this point, as there is no knowledge of
other content is different learning areas and how they can integrate.
Inclusivity 1 2 3 4 5 NA It is expected that all students participate with the task and to
participate with the class discussion.
Connectedness 1 2 3 4 5 NA There is some room for students to apply personal knowledge and
understand with this task, however does not have real life context.
Narrative 1 2 3 4 5 NA The speech of Robert Menzies can be seen as a narrative and provides
a different account or different method of understanding.

Modified Lesson Plan

Topic area: Prime Minister, Stage of Learner: Syllabus Pages:

13
Robert Menzies announces Year Nine, Stage 5 HT5-5
Australias involvement in HT5-10
WWII.

Date: September 2016 Location Booked: N/A Lesson Number: N/A

Time: 60 minutes Total Number of students Printing/preparation


25 students Textbook and Internet access
Device.

Outcomes Assessment Students learn about Students learn to


Identifies and evaluates the No homework Gain an Explain why
usefulness of sources in the or assessment understanding of Australians enlisted to
historical inquiry process. given out as Australias fight in both wars.
apart of lesson involvement in WWII.
Selects and uses appropriate plan. Key concepts such as
oral, written, visual and digital An analysis of Prime conscription and
forms to communicate Give feedback to Minister Robert enlistment.
effectively about the past responses made Menzies
for different audiences. through written announcement and What declaration of
assessment. declaration of war. war meant for Australia
and other ally
Have structured Students will describe countries?
and specific their own feelings and
discussion attitudes towards the
questions to War.
assess student
knowledge on
task.

14
Cross Curriculum themes & General capabilities: Explicit subject specific concepts and skills:
Address what contribution Aboriginal and Torres Background knowledge of WWI and WWII.
Strait Islander people had to WWII. And how they Knowledge of who Robert Menzies and his role
were perceived within Australian society with WWII for Australia.
throughout this specific time in history. Knowledge of what conscription and enlistment
is and the processes of such tasks.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

15
element
1.4 Cultural Strategies for teaching Aboriginal and Torres Strait Islander students in addressed by
Understanding incorporating discussion about what contribution they made to WWI and WWII. And also
how were they perceived throughout Australian society during this specific time in history.
Allowing students to reflect on different cultural backgrounds and the implications it had on
Aboriginal and Torres Strait Islander people and their families.
3.2 Plan, Ask the students about their prior knowledge of both WWI and WWII and also what they
Structure, may know about who Robert Menzies is and what participation he had in Australian in this
Sequence time. Also by giving some form of assessment and feedback to students to demonstrate
Learning understanding of this topic.
Problems

16
Time Teaching and learning actions Organisation Centred
T/S
Intro Roll Call Teacher: Marking the attendance roll Teacher
10mins
Students seated Student: Opening books and getting
any utensils prepared such as pens
and devices.

Resources: Roll, Devices, Books and


Utensils.
Body Instruct students of lesson outcome. Teacher: Class Centred, Organisation Teacher
10mins of outcomes and what is needed such and
Explain what is expected from students and their as textbook and devices. students.
participation with the lesson.
Student: Ask any questions about the
What is needed for the students to demonstrate their task, open textbook to relevant page
understanding of the topic. and have speech open ready to view.

Brainstorming Key terms and Ideas Resources: Notebook, Pens, Textbook


and Devices
20mins Instruct students to form groups and start working on the Teacher: N/A Student
task together.
Student: View the speech, start
Teacher to go around and ask groups what they think of written task.
Robert Menzies speech. What implications would it have
in todays society is war was declared? Resources: Notebook, Pens, Textbook
and Devices
Teacher to make sure students are staying on task. By
asking each group directed questions about the speech or
what they have written so far.

Teacher to give active feedback to students on their level


of engagement and participation throughout the class.
Teacher:

Student:

Resources:

Teacher:

Student:

Resources:
Conclusion Close/Revise Teacher: Teacher
20 mins and
Bring the class back together as a whole. Have a class Student: Read responses Students.
discussion about their opinions of Robert Menzies speech.
What implications would it have today and how would Resources: Notebook, Pens, Textbook
they feel about enlisting? and devices.

Ask directed questions about what contribution


Aboriginal and Torres Strait islanders had throughout
WWII.

What did the declaration of war mean for Australia, how


much did it change the Australian social and cultural
landscape?

Ask students if they had any family knowledge of being


apart of WW2 if so what experiences did they have? And
what was it like for their family?

17
Give feedback on the class discussion and have prepared
feedback on written work for next lesson to continue
discussions.

18
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

Throughout this process I have learnt the importance of making sure lesson plans
and outlines directly reflect the Quality Teaching Model and Teaching standards. It
has become clear that it can be easy to neglect certain aspects and exclude certain
criteria due to time constraints or the limited scope of curriculum outcomes. I have
also learnt that lesson planning can be a very time consuming task, however has an
important role in the learning of students and their participation.

It is clear that curriculum and content knowledge needs to be outstanding in order


for the teacher to properly create a holistic and well-rounded lesson plan for
students. And it also became evident that the outcomes of the lesson need to be
made aware to the student so that they know the importance of the topic and how
this will benefit them in the learning area.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


Sufficient Background Structured questioning at beginning of class to assess
Knowledge students level of background knowledge of topic.
Discussion Class discussions at the end of the task to make sure
students fully understand the topic and ideas surrounding
the topic.
Questions Address the class at the end of the discussion with any
further question to gage the level of understanding and
allows students to question any resolving concerns and
ideas that were misunderstood.
Written Component Assess and give feedback to students on written work
completed throughout the class.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson


Standards
1.1 By gathering an understanding of where the students knowledge sits with
the topic allows for a more concise and descriptive lesson that addresses
the students needs. Without knowing where your student level of
understanding is at with a topic, a lesson can lack the amount of affective
learning and understanding.
1.2 With both visual and auditory stimuli used throughout the lesson plan it
allows for students to remain in engaged throughout the lesson and

19
stimulates different forms of learning. Without this understanding and
modes of research there would be implications for teaching through alack
of engagement and understanding for students.
1.4 Through the adjustment of the cross curriculum priority of including
discussions around Aboriginal and Torres Strait Islanders it provide students
with a deeper understanding of the culture and cultural background of
these people and the importance they held within Australian society.
1.5 By changing the lesson plan to incorporate textbook reading, visual stimuli
through the video, class and discussion and questions offers a range of
strategies to meet students different levels of learning.
2.1 By adding different key terms and addressing certain concepts that may be
foreign to students demonstrates the understanding of the concept and
lesson topic. Through the different modes of learning addressed
throughout the lesson plan demonstrates the capacity to structure a lesson
to address content and give substances on the topic to the students.
2.2 Overall the modified lesson plan demonstrates clear structure as to the
lesson flow and it now sequenced to give a more holistic approach to the
lesson topic and now allows for deeper teacher/student engagement and
the end of the class.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Firstly addressing if the physical classroom and working space is a safe and clear of
risks such as safe access and exit, noise pollution, cold and heating, free of debrie
and trip hazards. Moreover making sure that any equipment used such as
computers, laptops, projectors and televisions are connected to power or electricity
safely and not causing any hazards such as power or trip hazards. Also by
maintaining clear access or within access to First Aid if needed and amenities.

References (In APA)


You must list all references that you have used for the content and resources of this
lesson in this space.

OHS Risk Management. (2016). Education.vic.gov.au. Retrieved 19 September


2016, from
http://www.education.vic.gov.au/school/principals/management/Pages/ohsri
skmgt.aspx

Quality teaching in NSW public schools: An assessment practice guide. (2016).


Department of NSW. Retrieved 19 September 2016, from
http://lrr.cli.det.nsw.edu.au/LRRView/14250/documents/qt_asspracg.pdf

20
Standards | Australian Institute for Teaching and School Leadership. (2016).
Aitsl.edu.au. Retrieved 19 September 2016, from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Yr 9 History Lesson - Robert Menzies Announces Australias involvement in


WW2 - Australian Curriculum Lessons. (2015). Australian Curriculum Lessons.
Retrieved 19 September 2016, from
http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-history-
lesson-robert-menzies-announces-australias-involvement-in-ww2/

21
Academic Justification

The lesson plan found through Australia Curriculum Lessons an online source,
centres around Prime Minister Robert Menzies speech on the declaration of WWII
and Australias participation. The lesson plan has minimal information in regards to
the structure of the lesson however does demonstrate the learning outcomes and
what syllabus points the lesson is directed towards. Many modifications have been
made to the lesson plan to incorporate different Teaching Standards and the Quality
Teaching Model. For example the first Professional Teaching Standard being
readdressed is 1.4 Strategies for teaching Aboriginal and Torres Strait Islander
students; to address this discussions have been added to the lesson plan to meet the
cross curriculum priority and also to develop the students cultural understanding
and inclusivity (Standards, AITSL, 2016). Secondly 3.2 Plan, Structure and Sequence
Learning programs this standard has been modified by adding group work to the
lesson plan and also by the addition of the teacher centred introduction to the
activity and the process of the given class with explicit instruction and expectation
(Standards, AITSL, 2016). On the other hand the Quality Teaching Model has been
addressed through the aspect of Significance: Cultural Knowledge by incorporating
into the class discussion a chance for any students to add comment on their families
participation in WWII and the repercussion it had for their family. Moreover Cultural
Knowledge is also addressed through the implementation of discussing the
contribution the Aboriginal and Torres Strait Islander people had in WWII for
Australia. Lastly intellectual Quality: Deep Understanding has been modified to
include assessing and feedback on the written component of the task and to also
incorporate high and low order questioning within the class discussion to examine
the depth of understanding from the students on the topic (Quality Teaching Model,
2016).

Through research it has been conveyed that students seek recognition that what
they are learning is significant and relevant (Marsh, Chap 11, 184) throughout the
lesson plan aspects have been modified to meet this understanding. The
introduction has been changed to incorporate a discussion on background
knowledge and any key terms that are relent to the topic being learnt. Moreover to
avoid over stereotyping on any predetermined knowledge the students may have
the lesson plan had been changed to incorporated both teacher centred and student
centred engagement to develop both pedagogy and learning (Marsh, Chap 11, 194).
Which actively addresses the Quality Teaching aspect of Deep Understanding. On
another aspect the lesson have been further adjusted by adding question/answer
sequencing to the end of class discussion driven by the idea of high and low order
thinking to assess the information learned by students (Marsh, Chap 11, 196).

Furthermore it is imperative as teachers to include all students and cultural in active


class participation therefore opportunity for discussion about Aboriginal and other
cultures has been added to the lesson plan, this is justified by the idea that quality
teaching benefits all students and the incorporation of other cultures within the
lesson allows for students to develop deeper understanding and ferments ideas of
equality within the lesson (Marsh, Chap 19, 131). Through these adjustments made
the lesson plan now reflects more positively on the Teaching Standard 1.4 Strategies
for teaching Aboriginal and Torres Strait Islander students (Standards, AITSL, 2016).

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In further justification aspects of multimodal adaptation has been added to the
lesson plan through the use of textbook written content and also Internet
capabilities to encourage engagement and participation. As students face multiple
key learning areas daily and are bombarded with various pieces of information daily,
it is important to shift focus and engagement by the idea of asking students to recall
key terms and ideas for the lesson so as too develop engagement (Ryan and Cooper,
2008, 144). Also it is no secret that students today live in a media dense society and
are surrounded by different modes of media daily therefore to direct a sense of
entertainment the use of technology is important to stimulate interest and class
direction (Ryan and Cooper, 2008, 145). Through these adjustments the lesson plan
now has a better focus on the Teaching Standard 3.2 Plan, Structure and Sequence
Learning Programs which also reflects upon the idea that a lesson plan should not be
viewed as a blueprint for action, but should be a record of interaction between the
teacher and the students (Learning to Plan, 2008, 495). Lastly the use of different
modes of learning such as textbook and the internet demonstrates that the use of
learning tools in both planning and practice allows for students to develop a deeper
understanding of the topic (Quality Teaching Model, 2016, 13).

Therefore through the adaptations made to the original lesson plan, it now reflects a
more holistic and cultural sound class activity. The overall lesson plan now includes
and allows for the Quality Teaching Models aspect of Significance: Cultural
Knowledge to be discussed and incorporated within the learning objectives, and also
reflects the cross curriculum priority of the inclusion of Aboriginal and Torres Strait
Islander culture and background knowledge and understanding.

Reference List:

Marsh, C., Clarke, M., & Pittaway, S., (2014), Marshs becoming a teacher,
Pearson Australia p. 181-205, 367-414.

Quality teaching in NSW public schools: An assessment practice guide. (2016).


Department of NSW. Retrieved 19 September 2016, from
http://lrr.cli.det.nsw.edu.au/LRRView/14250/documents/qt_asspracg.pdf

Ryan, K., Cooper, J., & Tauer, S. (2008). Teaching for student learning. Boston,
MA: Houghton Mifflin Co.

Standards | Australian Institute for Teaching and School Leadership. (2016).


Aitsl.edu.au. Retrieved 19 September 2016, from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

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